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Special Topics College Access, Choice, and Transition - EDUC 780
Fall 2014 Dr. Nancy Acevedo-Gil Reflection… Dr. Nancy Acevedo-Gil exposed us to dig deeper about examining student access to higher education systems from PK through the 12th grade to achieve higher education from community college to universities in California. Our readings focused on critically examining the educational pipeline and its implications of that students from PK-12 and higher education policies and practices on college access, transition, and completion for students. Our classroom discussions made the content rich by members sharing their educational journey and their expertise from Preschool through Higher Education. Having attended community college as an international student in this country back in 1991, it was stimulating to learn about the myriad of resources available to students from PK-12 in providing access to attend community college and universities. At the same time, it was humbling to learning about the road blocks students face and the challenges they need to overcome in obtaining higher education. We discussed about the implications of how students’ socio-economic status, race, gender, and immigration status plays a role in acquiring higher education. This course helped me to reflect on my research topic and further my literature review. Dr. Acevedo-Gil paired us up with a peer to review our literature review. This assignment helped me to edit my paper following the rubric and give constructive feedback to one of my peers. Preparing for the mock qualifying exam made me excited and nervous at the same time. I appreciate this opportunity because this practice would help me to better prepare for my qualifying exam as this would qualify me to become a doctoral candidate. My favorite read of this course was Pivotal Moments: How educators can put all students on the path to college by Espinoza (2011). This book strengthened by belief of the important role of educators play in a student’s life. Having served as a preschool teacher, I have experienced the importance of sparking the passion for learning. Educators from PK-Higher Education need to continue to be passionate about life and their subject matter and serve as role models and mentors and help pave the path to college for all students. |
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Course Description, Goals and Student Learning Outcomes were obtained from the Course Syllabus
Course Description
EDUC 780 - The purpose of this course is to examine student access to higher education systems. In particular, we focus on California institutions and students. The course takes an educational pipeline approach by examining critically the implications of PK-12 and higher education policies and practices on college access, transition, and completion for students. When examining the policies and practices, we will also consider socioeconomic status, race, gender, and immigration status, among other identifiers.
Goals
1. Examine fundamental theories, concepts, methods, and data used when examining college access, choice, and transition. In particular, we will use a critical lens when analyzing existing literature and conceptualizing ideas for future research projects.
Student Learning Outcomes
Goal 1: Effective communicators and collaborators.
Outcome 1.5 Oral and Written Communication: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.
Goal 6: Agents of change in education
Outcome 6.4 Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.
Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals.
Outcome 7.3: Advocates for personal practices that are equitable.
Goal 9: Visionary leaders
Outcome 9.1 Develops a shared vision.
Course Description
EDUC 780 - The purpose of this course is to examine student access to higher education systems. In particular, we focus on California institutions and students. The course takes an educational pipeline approach by examining critically the implications of PK-12 and higher education policies and practices on college access, transition, and completion for students. When examining the policies and practices, we will also consider socioeconomic status, race, gender, and immigration status, among other identifiers.
Goals
1. Examine fundamental theories, concepts, methods, and data used when examining college access, choice, and transition. In particular, we will use a critical lens when analyzing existing literature and conceptualizing ideas for future research projects.
- Explore the experiences of underrepresented, low-income, and first-generation college students from a sociocultural and economic perspective.
- Examine and analyze the professional journals in the social sciences and education for publication records on issues of college access.
- Continue one's reading, analysis, and discussion about higher education literature.
- Prepare for the qualifying exams through a mock-exam.
Student Learning Outcomes
Goal 1: Effective communicators and collaborators.
Outcome 1.5 Oral and Written Communication: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.
Goal 6: Agents of change in education
Outcome 6.4 Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.
Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals.
Outcome 7.3: Advocates for personal practices that are equitable.
Goal 9: Visionary leaders
Outcome 9.1 Develops a shared vision.